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Jenn Zoss, Lyndale Neighborhood Association, Hamline UniversityBonnie Swierzbin, Hamline University
USING VISUAL TEXTS TO TEACH
GRAMMAR
Jenn Zoss & Bonnie Swierzbin, MELED 2014
How can we read this image?
How can we read this image?
Source: http://mcdonnelarlington.weebly.com/monarchs.html
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Reading a Visual Text
• introduce characters
• show activities• show the setting
and circumstances
•display facts and concepts•show relationships
Narrative Visual Texts Factual Visual Texts
Images (visual texts) represent what is going on, who or what is participating, and the surrounding circumstances.
How can we teach grammar from a visual text?
Today we’re going to show a step-by-step process for moving from images and oral language to written language. We can use images and WH-questions as a bridge to teaching grammar.
At the market
Amadi
is eating a mango
Thinking about ‘chunks of meaning’: Asking questions
•What’s happening?• It’s easiest to start with an action.•Actions are typically expressed by verbs.•Who or what is taking part?•Next look at who is doing the action.•Who or what is typically expressed by nouns.•When? Where? Why? How?•Finally, look at what surrounds the action…the circumstances.•The circumstances are often expressed by adverbs or prepositional phrases.
Putting the ‘chunks’ together
Where? Who/what is taking
part?
What’s happening
?
How?
At the market
Amadi is eating a mango
Table adapted from Derewianka, A New Grammar Companion for Teachers
Naming the MeaningWhere? Who/what
is taking part?
What’s happening
?
How?
At the market
Amadi is eating a mango
Circumstance
Participant Process Circumstance
Table adapted from Derewianka, A New Grammar Companion for Teachers
Meaning
Naming the FormWhere? Who/what
is taking part?
What’s happening
?
How?
At the market
Amadi is eating a mango
happily.
Circumstance
Participant
Process Circumstance
prepositional phrase
noun group/noun
phrase
verb group/verb
phrase
adverb
ClauseTable adapted from Derewianka, A New Grammar Companion for Teachers
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Who/What?
Participant
What’s happening?
Process
Where?
Circumstance
Amadi’s Snowman - Day 1
SWBAT: look for reoccurring images, gather language, make predictions
Amadian older boyshoppers
talking shoppinglookingreadingsaying “Be quiet.”
outsidein the streetat the marketat the bookstore
Amadi’s Snowman - Day 2
Sent#
WhereWhenH0w ?
Circumstance
Who/What is taking part?
Participant
What’s Happening?
Process
WhereWhenH0w ?
Circumstance
1 At the street market
Amadi sees his friend
2 His friend
is reading a book
quietly
SWBAT: connect language and make sentences using the Process Participant
Chart
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Amadi’s Snowman - Day 3
SWBAT: Listen to & read the book, compare their sentences to the author’s, practice using the Process Participant Chart with a few of the author’s sentences.
Example of comparing sentences: Student’s Sentence: Amadi is eating a mango.Author’s Sentence: “Amadi bit into the fruit and tore strips of yellow peel with his teeth.” (p. 5)
Amadi’s Snowman
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Factual Visual Text
Ventures 1
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Narrative Visual Text
Ventures 1
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Factual Visual Text
Ventures 1
How can we read this image?
Source: http://mcdonnelarlington.weebly.com/monarchs.html
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Processes are Related to Visual Text Types
Narrative• mainly actions• saying• feeling• relating/
describing processes give background info
Factual• many
relating/describing processes
• actions may be referred to in a timeless way: The sun rises in the east.
Your TurnIn small groups, • choose Visual Text A or B • identify the processes for your text• identify the participants• identify the circumstances• fill in the process participant chart• organize the info into sentences &
write them on the wall• discuss how this method could be used
with various levels and content areas
Visual Text A
Visual Text B
Source: http://imgarcade.com/1/butterfly-diagram/
Process Participant Chart: Text A
Sent.# WhereWhenH0w ?
Circumstance
Who/What is taking part?
Participant
What’s Happening?
Process
WhereWhenH0w ?
Circumstance
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Process Participant Chart: Text B
Sent.# WhereWhenH0w ?
Circumstance
Who/What is taking part?
Participant
What’s Happening?
Process
WhereWhenH0w ?
Circumstance
Jenn Zoss & Bonnie Swierzbin, MELED 2014
What works about using images to teach grammar?
• Images may be easier to understand than text and less intimidating for learners.• It’s easy to lump together meaningful chunks of information because learners can’t see and get fixated on individual words.• If learners don’t know the words to describe an image, they can still comprehend the meaning.• The same image can be used by students at various proficiency levels in the same classroom.• Images appeal to visual learners and to people of all ages.• Images encourage learners to predict what will happen in a story before they read the text, which increases reading comprehension.
Jenn Zoss & Bonnie Swierzbin, MELED 2014
Questions?
Jenn Zoss [email protected]
Bonnie [email protected]
